Edexcel KS3 History Scheme of Work

Three-year scheme
Year 7: Three-year Scheme of Work

Half-term: Summer 1
Unit title: The Renaissance (Alternative to The Black Death)
Weeks 27—28 Enquiry question: What was the Renaissance?
Content details Links to Edexcel Progression Target understanding Additional Extra stretch End of half-term
GCSE (9–1) History scale focus for all students understanding for understanding assessment will
some students cover

Week 27 Context for: Evidence Evidence Step 5: Evidence Step 6: Evidence Step 6:
Overview of key developments * Warfare through Target Step 5 Learners can Learners use sources Learners begin to
through Renaissance artefacts: time, c1250– Stretch to Step distinguish between to make simple frame their own Change and
* Art – perspective present 6 information about the inferences about the historically valid continuity
* Science – medicine * Medicine past and evidence that past and are questions about
* Exploration – New World through time, historians extract from beginning to sources or identify
* Architecture – domes c1250–present sources through a understand that appropriate sets of Evidence
* Books – printing process of historians gather sources.
Week 28 Context for: Change and interrogation in order evidence by
* When did the Renaissance * Warfare through continuity to support their interrogating
happen and where? time, c1250– Target Step 5 claims, i.e. I can information with a
* Chronology and geography of present Stretch to Step suggest that X was particular purpose.
European Renaissance * Medicine 6 important because of Evidence Step 6:
through time, evidence Y and Z. Learners can use a
c1250–present Evidence Step 5: small group of
Learners make sources together to
generalised references make simple
to provenance (e.g. inferences and
‘sources from present this as
witnesses are more evidence.
reliable’). Change and
Change and continuity continuity Step 5:
Step 5: Learners can Learners show a
describe change using basic understanding

*This Scheme of Work outlines a course that would prepare students to start studying Edexcel GCSE (9-1) History, however it is not necessary to follow this scheme in order to take the
qualification, and other approaches to preparing students for GCSE study may be equally valid and effective.
 Year 7 Scheme of Work: Three-year scheme
features of the period that not all changes
or periods that they that take place are
are studying. They as important as each
understand that other.
change often happens Change and
as a result of events or continuity Step 6:
actions by individuals, Learners can begin
rather than being the to use some of the
events or individuals language of change
themselves. to talk simply about
the pace or extent of
changes with which
they are familiar.
Weeks 29—31 Enquiry question: Whose ideas or actions caused the greatest change?

Week 29 Context for: Change and Change and continuity Change and Change and
Philosophers: * Warfare through continuity Step 5: Learners can continuity Step 6: continuity Step 6:
* Machiavelli – ideas on politics time, c1250– Target Step 5 describe change using Learners can begin Learners can
and government present Stretch to Step features of the period to use some of the recognise that a
* Erasmus – humanism and * Medicine 6 or periods that they language of change change may be
religion through time, are studying. They to talk simply about important to one
Artists: c1250–present understand that the pace or extent of society or group of
* Michelangelo and da Vinci change often happens changes with which people but has little
Week 30 Context for: Change and as a result of events or they are familiar. historical significance
Scientists: * Warfare through continuity actions by individuals, Evidence Step 6: in another context.
* Vesalius and medicine time, c1250– Target Step 5 rather than being the Learners use sources
* Galileo and astronomy present Stretch to Step events or individuals to make simple
* Medicine 6 themselves. inferences about the
through time, Evidence (Reinforced) past and are
c1250–present Target Step 5 Change and continuity beginning to
Stretch to Step Step 5: Learners show understand that
6 a basic understanding historians gather
Week 31 Context for: Change and that not all changes evidence by
Explorers: * Warfare through continuity that take place are as interrogating
* Columbus and the New World time, c1250– Target Step 5 important as each information with a
* Magellan’s circumnavigation present Stretch to Step other. particular purpose.
* Medicine 6 Evidence Step 5:
through time, Learners can
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Week 32 Enquiry question: Did the Renaissance transform Europe?
Week 32
* Summary of change and
continuity from c1500 to c1700
* Extent of change
3 © Pearson Education Ltd 2018.
Year 7 Scheme of Work: Three-year scheme
c1250–present distinguish between
information about the
past and evidence that
historians extract from
sources through a
process of
interrogation in order
to support their
claims, i.e. I can
suggest that X was
important because of
evidence Y and Z.
(Reinforced)
Context for: Analytical Analytical narrative Analytical narrative Analytical narrative
* Warfare through narrative Step 4: Learners can Step 5: Learners can Step 5: Learners use
time, c1250– Target Step 4 construct a narrative construct a factual information as
present Stretch to Step about the past that descriptive narrative support throughout
* Medicine 5 describes what of the past with their narrative, but
through time, happened but with no some development, this may be patchy in
c1250–present development or but with little places and lack
organisation. They use evidence of relevance.
some information to organisation.
support their
narrative, but this is
limited.